A Correlation of. to the. Michigan K-12 Standards for Science High School - Life Science and Engineering Design

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Steven Booker
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1 A Correlation of 2014 to the High School - Life Science and Engineering Design

2 Introduction The following document demonstrates how 2014 supports the Michigan K- 12 Standards for High School Life Science and Engineering Design. Correlation references are to the Student Edition (SE) and Teacher Edition (TE). The planning and development of Pearson s was informed by the same foundational research as A Framework for K 12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Specifically, our development team used Project 2061, the National Science Education Standards (1996) developed by the National Research Council, as well as the Science Anchors Project 2009 developed by the National Science Teachers Association. As a result, students make connections throughout the program to concepts that cross disciplines; practice science and engineering skills; and build on their core science ideas. Authors Ken Miller and Joe Levine have created a bold, comprehensive on-level program to inspire students with both fundamental and cutting edge biology content. The authors unique storytelling style, with a greater focus on written and visual analogies, engages students in biology. Study Workbook A and Laboratory Manual A offer leveled activities for students of varying abilities. Teachers can choose to differentiate activities within a classroom or choose an activity that best fits the whole class profile. : Foundation Edition, Study Workbook B, and Laboratory Manual B are the options for below-level students. These items have additional embedded reading support to help students master key biology concepts. Biology.com, the latest in digital instruction technology, provides a pedagogically relevant interface for your biology classroom. Complete Student Edition online with audio Complete Teacher s Edition Untamed Science videos (also on DVD) Lesson review presentations Editable worksheets Test preparation, online assessments, and remediation Interactive features and simulations Chapter mysteries from the textbook Interactive study guides Virtual Labs STEM activities with worksheets 2

3 Structure and Function HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. SE/TE: , , , , , HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. SE/TE: , , HS-LS1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. SE/TE: , 218, , , , , , Matter and Energy in Organisms and Ecosystems HS-LS1-5 Use a model to illustrate how SE/TE: , , photosynthesis transforms light energy into stored chemical energy. HS-LS1-6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. SE/TE: 46-49, TE Only: HS-LS1-7 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. SE/TE: , , , HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. SE/TE: , HS-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.** SE/TE: 73-76, 77-78, 79-80,

4 HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.** SE/TE: 79-80, 81, 82-83, 85-86, 228, 242, Interdependent Relationships in Ecosystems HS-LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. SE/TE: , , , 137, HS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. SE/TE: , , , , , , , , , HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.** SE/TE: , , , HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*** SE/TE: , , , HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. SE/TE: , , 489, , , TE Only: 838 HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.** SE/TE: , , 172, 176, 184 TE Only: 170 4

5 Inheritance and Variation of Traits HS-LS1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. SE/TE: , , , , HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. SE/TE: , , , , HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. SE/TE: , , 321, , , , , 401, HS-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. SE/TE: , , , Natural Selection and Evolution HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. SE/TE: 464, , , HS-LS4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. SE/TE: 321, , , , , , , HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. SE/TE: ,

6 HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations. SE/TE: , , , HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. SE/TE: 137, , , ,

7 High School Engineering Design HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. For supporting content, please see SE/TE: 175, 176, 179 HS-ETS1-2 Design a solution to a complex realworld problem by breaking it down into smaller, more manageable problems that can be solved through engineering. SE/TE: 571a-571b HS-ETS1-3 Evaluate a solution to a complex realworld problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. SE/TE: 1a-1b, 859a-859b HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. For supporting content, please see SE/TE: 178 7

HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Boone County Biology Curriculum Map Unit 1, Matter and Energy How do organisms obtain and use the energy they need to live and grow? How do matter and energy move through ecosystems? Construct an explanation